CAUSAL-COMPARATIVE RESEARCH

1. CAUSAL-COMPARATIVE RESEARCH LIYANA BT AHMAD AFIP 2010439958

2. OVERVIEW • Description • Characteristics • Procedure • Sample • Data Analysis • Example of topics • Example of research utilizing the methodology

3. DESCRIPTION • It is a quantitative research • To determine the cause or consequences of the differences that already exist between or among group of individuals- ‘ex post facto’ • One variable is considered as the causal (independent variable) and one variable is considered the effect (dependent variable)

4. CHARACTERISTICS • There are three types of causal-comparative research: • Exploration of effects • Exploration of causes • Exploration of the consequences • It is an alternative to experimental research • Disadvantage: lack of control over threats to internal validity • Lack of randomization • Inability to manipulate independent variable

5. CHARACTERISTICS

6. PROCEDURE • Problem formulation • Identify and define particular phenomena of interest and then to consider possible causes for, or consequences of these phenomena • Sample • Define carefully the characteristic to be studied and select group that differ in this characteristic • Instrumentation • No limitation • Design • Involve selecting groups that differ on particular variable of interest, compare and remember no manipulation!

7. DATA ANALYSIS • Construct frequency polygons • Calculate means and standard deviations • T-test to show differences between means • The result do not prove cause and effect, but only identifying the relationship

8. EXAMPLE OF TOPICS • The effect of gender on a visual alertness measure for 6th grade public school pupils • Classroom behavior of good and poor readers • A comparative study of the pre-service teachers’ self-efficacy based on field experience

9. EXAMPLE OF RESEARCH • Author: Talebi, S.H., & Maghsuodi, M.(2008) • Title: Monolingual and Bilingual English Learners in one Classroom: ‘Who is at a Disadvantage?’ • Source: Asian EFL Journal, Volume 10. Issue 3, Article 10. • Purpose: To investigate how monolingual and bilingual ESL learners perform on reading comprehension tests in mixed mono/bilinguality classrooms

10. EXAMPLE OF RESEARCH (cont.) • Hypotheses: • Bilingual and monolingual students differ significantly in reading comprehension scores • There will be significant interaction between linguality and proficiency in reading comprehension scores • Male and female students differ significantly in their reading comprehension scores • There will be significant interaction between linguality and gender in reading comprehension scores

11. EXAMPLE OF RESEARCH (cont.) • Sample: male and female 1st year pre-university students (157 students, group A- 47 M, 30 F, Mono; group B, 53 M, 27 F, Bili) • Instrumentations: Language Proficiency test (NELSON, series 400 B), Test of reading comprehension in English, Self evaluation proficiency scale and background questionnaire • Procedure: 3 Phases, refer to handouts

12. EXAMPLE OF RESEARCH (cont.) • Results • Bilingual students had significantly higher score than monolingual students • There was a significant interaction effect between linguality and proficiency, where students with high proficiency and bilingualism had highest scores • The third and forth hypotheses were rejected as there were no significant differences between gender as well as for interaction between linguality and gender.